ŷ���ڱ���Ƶ

The author argues that to truly optimize space utilization on campus and further minimize the need for future buildings, additional actions will need to be made to shift the culture of the campus as a whole towards a mentality of optimization.

The authors center their arguments in STEM education reform, arguing for better support for faculty who occasionally team teach by giving them full teaching credit and (2) support for graduate students by incorporating flexible ‘breadth’ course requirements into STEM graduate curriculum.

The authors believe that moving away from the notion of motivating students to one of engaging students in learning environments could have profound effects on ŷ���ڱ���Ƶ’s school culture and its ability to create and sustain learning and participation in STEM fields.

The authors argue that ŷ���ڱ���Ƶ Boulder could have a more positive impact on the fiscal stability of research labs while promoting innovation and enhancing undergraduate, graduate, and postdoctoral learning by making better use of existing shared equipment resources on campus.

The authors suggest the ACE model represents an effective approach to building and sustaining “academic neighborhoods” in a larger context on campus.

The author outlines how intentional sustainability-related leadership and activities revolving around academic, research, operational, student and community engagement can ensure ŷ���ڱ���Ƶ Boulder’s success in achieving global leadership in sustainability and effectively incorporating sustainability into all aspects of the University.

The authors hold that open science is a critical pathway to accelerating the best new environmental science from big data opportunities.

The author suggests that institute faculty should be rostered into their “cognate department homes” along with adjustments of salaries of institute and A&S faculty along more equitable lines and a series of other standardizations and measures to promote equity between the two faculties.

The authors call for a formal conversation on how to best create a structure or set of structures that dismantle existing barriers to interdisciplinary work in the broadest sense.

The author argues that the campus consider ways to consolidate gains made in digital scholarship and the use of digital assets by faculty. Suggestions include funding to mold sustained 1 programs (with possibly additional technical support staff and e.g. improved options for web hosting) and the development of incentives (summer funding, course releases, etc.) to allow faculty new to digital scholarship to get involved.